University Presentation Showcase: Graduate Division
Adults with Autism and Postsecondary Supports and Perspectives
Presenter Hometown
Richmond
Major
Communication Sciences and Disorders
Department
Communication Sciences and Disorders
Degree
Graduate
Mentor
Dr. Christen Page, Dr. Charles Hughes
Mentor Department
Communication Sciences and Disorders
Recommended Citation
Spradlin, Rhiannon and Bobart, Lexi, "Adults with Autism and Postsecondary Supports and Perspectives" (2022). University Presentation Showcase Event. 9.
https://encompass.eku.edu/swps/2022/graduate/9
Abstract
Autism Spectrum Disorder (ASD) is characterized by deficits in social communication skills, cognitive functioning abilities and skills associated with adapting to new environments. Inclusion of adults with ASD to Post-Secondary Education (PSE) programs is increasing and the importance of caregiver involvement may promote increased opportunities for these individuals (Nuske, Rillotta, & Bellon, 2019). The purpose of this research report was to evaluate the literature related to the effect of parental support and perceptions on post-secondary education opportunities for transition-age young adults with ASD. A comprehensive literature search and critical appraisal were carried out by two authors independently. Authors searched for evidence using the three online databases Cinhal Complete, PsychINFO, and EBSCOhost. Three well-designed, non-experimental level III studies were retrieved in this review. Parents reported giving support prior to college life but expressed the desire for their child to be more self-sufficient and to use resources provided by the university and outside organizations. However, they also discussed a need to be involved in the consultation process and that their perspectives are dependent on their child’s perceived potential. Clinical implications and future research are discussed.
Presentation format
Poster
Adults with Autism and Postsecondary Supports and Perspectives
Autism Spectrum Disorder (ASD) is characterized by deficits in social communication skills, cognitive functioning abilities and skills associated with adapting to new environments. Inclusion of adults with ASD to Post-Secondary Education (PSE) programs is increasing and the importance of caregiver involvement may promote increased opportunities for these individuals (Nuske, Rillotta, & Bellon, 2019). The purpose of this research report was to evaluate the literature related to the effect of parental support and perceptions on post-secondary education opportunities for transition-age young adults with ASD. A comprehensive literature search and critical appraisal were carried out by two authors independently. Authors searched for evidence using the three online databases Cinhal Complete, PsychINFO, and EBSCOhost. Three well-designed, non-experimental level III studies were retrieved in this review. Parents reported giving support prior to college life but expressed the desire for their child to be more self-sufficient and to use resources provided by the university and outside organizations. However, they also discussed a need to be involved in the consultation process and that their perspectives are dependent on their child’s perceived potential. Clinical implications and future research are discussed.
